H. C.

Huffty

10th Grade Lesson Plan

November 22, 2013

Lesson Title/Topic/ Misconceptions Lesson Duration State History and Career Readiness Standards

The Birth of the Roman Empire: Transition from the Republic Misconceptions addressed: Julius Caesar became dictator of the Roman Republic; his great-nephew was in fact the first Roman Emperor. 30 minutes or less- great lesson for half days. TEKS 113C.42.1B. Identify major causes and describe the major effects of the following events from 500 BC to 600 AD: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions; 113C.42.3A. Describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome. CCRS RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Students will be able to: Express prior knowledge and correct misconceptions about the beginning of the Roman Empire Use several sources to compose an understanding of events Compare and contrast maps from different eras Collaborate by sharing information and make conclusions about the end of the Roman Republic and the Rise of the Roman Empire Enhance cultural understandings of ancient Rome and Egypt Hypothesize the social, cultural, and economic impacts of the Battle of Actium Maps: Rome c.44BCE, Rome c.14AD, Battle of Actium locations Figure profiles: Mark Antony, Octavian, Cleopatra Contributing factors sheets-extra information Mutiny of the Roman Senate, 44BCE summary Introduction: 1. Separate students into groups of 3-5 2. Give each group one of each handout, face down, to have students pick which handout they will review blindly 3. Review Roman Republic as students read along with the summary

Lesson/Instructional Objectives

Materials

Procedure

H. C. Huffty

10th Grade Lesson Plan

November 22, 2013

4. Instruct students to familiarize themselves and their groups with their handouts-allow 5-10 minutes Context: 1. Give lecture on the events leading to and the Battle of Actium, create class discussion, regularly encourage students to keep the lecture going, to contribute Application: 1. Encourage groups to explain the changes the acquisition of Egypt brought to the Roman people-reinforce and stir discussion 2. End the lesson by having groups collaborate to design a paragraph explaining the lesson and what they learned 3. Have group speakers present their findings Assessment of Learning Objectives Technology Integration Accommodations, Modifications, Extensions for ELL, ESE, Gifted Students Grade students individually by assessing participation (ex: Grade the group by analyzing their final paragraphs

This lesson does not need technology; however there is an online interactive map of ancient Rome the class may explore, class time permitted. Provide a list of terms to each group to assist ELL, ESL or visual learners. Have students grouped heterogeneously to allow support for ELL and ESE from other students. Have students grouped heterogeneously to support low achieving students with high achieving students, and to allow the high achieving students to practice tutoring their peers.